This article illustrates how a social innovation, Figurenotes, has contributed and can contribute... more This article illustrates how a social innovation, Figurenotes, has contributed and can contribute, through conceptual change, to the advancement of equity in Basic Education in the Arts (BEA), Finland's publicly funded system of extracurricular music education. BEA has traditionally been characterised by structures and pedagogical practices-such as the use of Western standard music notation-that influence the accessibility of music studies. The theoretical framework for this interview study consists of change-theoretical concepts: namely, social innovation, multiple streams, and policy windows. The findings are presented at two levels. First, the innovation process of Figurenotes is described to explain social innovation development. Second, three different strands of discourse on the concept of special music education expose the educational policy change generated by this innovation. The findings suggest that the use of Figurenotes has raised awareness of inequity in the institutional agenda and has encouraged this problem to be addressed through the public policy process. The opening of this policy window is critically discussed in relation to the establishment of the field of special music education, and in relation to inclusion and equity policies as well as exclusion.
Reasonable accommodations in music education are individual and context-dependent policies that a... more Reasonable accommodations in music education are individual and context-dependent policies that are planned and implemented together with the person who has a disability. Reasonable accommodations are required by the United Nations' Convention on the Rights of Persons with Disabilities , as well as equity legislations in several countries. This ArtsEqual policy recommendation offers research-based insights and practical examples for enacting reasonable accommodation in music education. It utilises Finnish music education system as a context, but the perspectives presented can be applied in a variety of education systems internationally as well as among other art forms. The policy recommendation is directed at local authorities, institutions and individual teachers.
This theoretical article focuses on reasonable accommodation in education by offering conceptual ... more This theoretical article focuses on reasonable accommodation in education by offering conceptual tools that could prove beneficial in resolving policy concerns for equity in music education. Providing reasonable accommodation entails making necessary and appropriate modifications that may include depending on the circumstances, physical or interaction-related changes. From the perspective of teacher autonomy, this article focuses on two aspects of reasonable accommodation: (a) its definition and (b) its implications for music education practice. Responsibility for reasonable accommodation is considered in the context of Finnish music education through three illustrations that address matters such as music notation and instrument selection. We conclude that the concept of reasonable accommodation offers students and teachers tools to prevent disadvantageous musical and pedagogical conventions from being enforced at the level of the local curriculum and through teachers' actions, potentially resulting in inequities and discrimination.
Action, Criticism, and Theory for Music Education, 2020
In this article, we consider Western Standard Music Notation (WSMN) as a normative communication ... more In this article, we consider Western Standard Music Notation (WSMN) as a normative communication system that, through representing certain cultural frameworks, may pose obstacles to musical learning, particularly in general music education. To focus this examination, we discuss different critical aspects of what we call the "notation argu-ment": Because the skills of decoding WSMN are useful in learning certain kinds of music , they are useful in learning any musical tradition. Against this, we claim that, like any symbolic system, WSMN can have a variety of functions, not all of which may be pedagogically meaningful in given teaching-learning situations. WSMN may especially limit the musical learning of students who have difficulties in musical perception when working with written graphic symbolic representations. Emphasizing the development of literary notation skills in music education may thus hinder the progress of some learners, excluding them from curricular contexts where developing musical skills should arguably be deemed a right for everyone. We suggest shifting the theoretical focus from the pedagogical justification of applying WSMN and other notation systems to how social justice can be realized in music education through teaching accommodation guided by context-sensitive pedagogical tact.
Music in Paediatric Hospitals: Nordic Perspectives In Lars Ole Bonde & Kjersti Johansson (Eds.) Oslo: Norwegian Academy of Music, 2020
This article aims to contribute to the current theoretical and practical understanding of music e... more This article aims to contribute to the current theoretical and practical understanding of music educators' pedagogical tact through a theoretical lens of embodiment within a children's hospital. Embodied pedagogical tact as a form of practitioner knowledge can effectively serve as a means for music educators, working along healthcare professionals, in the interdisciplinary field of health-care. The article argues that intertwining pedagogical tact with an epistemolo-gical view that relies on the mind-body connection, enables music educators to operate in complex educational situations in paediatric wards. It is concluded that bodily reflections may serve as key competencies beyond musical skills for the educator in navigating through emotional arousal, while supporting the well-being of children and their families in a tactful, sensitive manner.
Finnish Journal of Music Education 23(2), 8–29, 2019
Although equity and equality are the starting points for the Basic Education in the Arts (BEA), F... more Although equity and equality are the starting points for the Basic Education in the Arts (BEA), Finland’s publicly funded extracurricular arts education system, recent research addresses deficiencies and challenges in the accessibility of its services. For example, the studies show that opportunities for participation vary between regions, art forms, and institutions. Participation is also restricted due to regional, economic, physical, and social barriers. This article reports from an online survey that examined how the Basic Edu- cation in the Arts institutions have improved the accessibility of their services during the last five years (2013–2018). The survey was completed by the participating rectors in November 2018.
According to the survey, which 33 % (N = 129) of the institutions responded to, attitudes towards accessibility are positive, and accessibility has been improved in many ways in the institutions over recent years. Lack of financial resources is a major challenge to improving accessibility, not only in terms of the number of places available, but also in the provision of special needs education and teacher competence in this area. The institutions have fulfilled their responsibilities with regard to equity and equality plans well. The institutions have many partners (such as comprehensive schools), which increases the opportunities to bring arts education to where the potential participants are. In previous studies, this had been identified as an efficient way to support access to arts education, as well as other artistic activities.
The findings highlight the diversity of the BEA institutions. The needs, barriers, and challenges regarding accessibility vary widely, both across art forms and institutions as well as regionally and in terms of resources. In the future, as society becomes ever more diverse, there will be a growing need for resilience at the institutional level, which refers to the capacity for renewal, reorganization, and development. In the context of Basic Education in the Arts, it is vital to balance the relationship between maintaining and developing practices. Accessibility as a concept and practice offers one way forward to increase resilience and equity in a changing society.
The purpose of this study is to examine the applicability of an applied music notation system, Fi... more The purpose of this study is to examine the applicability of an applied music notation system, Figurenotes, by using the concept of educational method as theoretical lens. Figurenotes is examined through this lens at two levels: the micro level of music educational practice and the macro level of advancement of educational policies. The study is based on semi-structured interviews with experts in music education, special and general education, educational policy, music therapy, voluntary work, and music business as well as with students, clients, parents, and the developers of Figurenotes. The findings emphasise that the application of Figurenotes lowers the threshold for learning and teaching music, and is especially applicable in educational situations where the student’s cognitive load needs to be lessened. It is concluded that Figurenotes can be seen both as a pedagogical approach and as a method for advancing educational equity.
While the interest in understanding how music affects an individual’s development is growing, the... more While the interest in understanding how music affects an individual’s development is growing, the significance of music education for a more equal society has also been frequently discussed. In this study, we pay special attention to the potential for social capital that music learning, making, and experiencing offer. We report upon the reactions and feedback from the audience and performers in attendance at concerts organised by the Resonaari Centre for Music Education in 2012 and 2014. Our research is based on two online questionnaires and group discussions with the students, teachers, and audience members. The findings explicate the importance and benefits of music, music-making, and music education for student musicians with special educational needs and for their relatives, friends, and audience.
This ArtsEqual policy brief offers government bodies and local institutions responsible for the i... more This ArtsEqual policy brief offers government bodies and local institutions responsible for the implementation of Basic Education in the Arts insights from recent research to inform discussions on accessibility, as well as offer concrete suggestions on how accessibility can be realized in all fields of arts education.
In this essay, we elaborate on John Dewey’s pragmatist idea of aesthetic experience in the contex... more In this essay, we elaborate on John Dewey’s pragmatist idea of aesthetic experience in the context of early childhood music education; how people make meaning of the world through the body in a continuous interaction with their environment. In this analysis, we define early childhood music education as music education with children up to eight years old, and use Mark Johnson’s conceptualisation of embodiment as a theoretical lens to discuss points of connection or disruption with Dewey’s aesthetics. We argue that experiencing in early childhood is pre-conscious and non-symbolic (nonlinguistic), and that bodily experience is essential to the construction of meaning. Thus, our goal is to understand the layers of musical experience that do not necessitate symbolic thought or communication, but instead are a direct function of the person-environment interaction. In particular, we aim to answer the following question: What are the key characteristics of aesthetic experiencing in early childhood, and accordingly, in what ways can educators advance suitable pedagogical interaction?
Approaches: Music Therapy & Special Music Education, 2016
Students with Special Educational Needs (SEN) have difficulties in learning, perception and commu... more Students with Special Educational Needs (SEN) have difficulties in learning, perception and communication that often pose challenges for participation in traditionally organised music lessons with instruments. Embodied approaches to music education concentrate on utilising body movements to create and enhance learning. As embodied musical activities are drawn from the personal experiences of the students, it is possible to meet the diverse needs of learners efficiently. In this article, we provide introductory remarks on the conceptual content and sphere of embodiment in the context of special music education. We use Dalcroze Eurhythmics as an example, as it is deeply grounded in embodied music making and has a long history of being applied in this area. KEYWORDS embodiment, special music education, special educational needs, Dalcroze Eurhythmics Sanna Kivijärvi is a doctoral candidate at the Sibelius Academy, University of the Arts Helsinki (Finland). She has an interdisciplinary training background with an emphasis in special education, music education and sociology. Sanna is engaged in various international academic research projects that focus on music education with students who have special support needs. Her research interests focus on the ways in which music education can advance equity and social justice at all levels of society. Katja Sutela is a doctoral candidate and part-time university lecturer at the University of Oulu (Finland), teaching music and movement and special music education. She has taught music to children with SEN in a special school for ten years. Among her research interests are embodiment, special education, narrative inquiry and the relationship between music education methods and pedagogical thinking. Katja is currently undertaking a PhD regarding the development of agency in bodily musical interactions with children who have SEN.
This article illustrates how a social innovation, Figurenotes, has contributed and can contribute... more This article illustrates how a social innovation, Figurenotes, has contributed and can contribute, through conceptual change, to the advancement of equity in Basic Education in the Arts (BEA), Finland's publicly funded system of extracurricular music education. BEA has traditionally been characterised by structures and pedagogical practices-such as the use of Western standard music notation-that influence the accessibility of music studies. The theoretical framework for this interview study consists of change-theoretical concepts: namely, social innovation, multiple streams, and policy windows. The findings are presented at two levels. First, the innovation process of Figurenotes is described to explain social innovation development. Second, three different strands of discourse on the concept of special music education expose the educational policy change generated by this innovation. The findings suggest that the use of Figurenotes has raised awareness of inequity in the institutional agenda and has encouraged this problem to be addressed through the public policy process. The opening of this policy window is critically discussed in relation to the establishment of the field of special music education, and in relation to inclusion and equity policies as well as exclusion.
Reasonable accommodations in music education are individual and context-dependent policies that a... more Reasonable accommodations in music education are individual and context-dependent policies that are planned and implemented together with the person who has a disability. Reasonable accommodations are required by the United Nations' Convention on the Rights of Persons with Disabilities , as well as equity legislations in several countries. This ArtsEqual policy recommendation offers research-based insights and practical examples for enacting reasonable accommodation in music education. It utilises Finnish music education system as a context, but the perspectives presented can be applied in a variety of education systems internationally as well as among other art forms. The policy recommendation is directed at local authorities, institutions and individual teachers.
This theoretical article focuses on reasonable accommodation in education by offering conceptual ... more This theoretical article focuses on reasonable accommodation in education by offering conceptual tools that could prove beneficial in resolving policy concerns for equity in music education. Providing reasonable accommodation entails making necessary and appropriate modifications that may include depending on the circumstances, physical or interaction-related changes. From the perspective of teacher autonomy, this article focuses on two aspects of reasonable accommodation: (a) its definition and (b) its implications for music education practice. Responsibility for reasonable accommodation is considered in the context of Finnish music education through three illustrations that address matters such as music notation and instrument selection. We conclude that the concept of reasonable accommodation offers students and teachers tools to prevent disadvantageous musical and pedagogical conventions from being enforced at the level of the local curriculum and through teachers' actions, potentially resulting in inequities and discrimination.
Action, Criticism, and Theory for Music Education, 2020
In this article, we consider Western Standard Music Notation (WSMN) as a normative communication ... more In this article, we consider Western Standard Music Notation (WSMN) as a normative communication system that, through representing certain cultural frameworks, may pose obstacles to musical learning, particularly in general music education. To focus this examination, we discuss different critical aspects of what we call the "notation argu-ment": Because the skills of decoding WSMN are useful in learning certain kinds of music , they are useful in learning any musical tradition. Against this, we claim that, like any symbolic system, WSMN can have a variety of functions, not all of which may be pedagogically meaningful in given teaching-learning situations. WSMN may especially limit the musical learning of students who have difficulties in musical perception when working with written graphic symbolic representations. Emphasizing the development of literary notation skills in music education may thus hinder the progress of some learners, excluding them from curricular contexts where developing musical skills should arguably be deemed a right for everyone. We suggest shifting the theoretical focus from the pedagogical justification of applying WSMN and other notation systems to how social justice can be realized in music education through teaching accommodation guided by context-sensitive pedagogical tact.
Music in Paediatric Hospitals: Nordic Perspectives In Lars Ole Bonde & Kjersti Johansson (Eds.) Oslo: Norwegian Academy of Music, 2020
This article aims to contribute to the current theoretical and practical understanding of music e... more This article aims to contribute to the current theoretical and practical understanding of music educators' pedagogical tact through a theoretical lens of embodiment within a children's hospital. Embodied pedagogical tact as a form of practitioner knowledge can effectively serve as a means for music educators, working along healthcare professionals, in the interdisciplinary field of health-care. The article argues that intertwining pedagogical tact with an epistemolo-gical view that relies on the mind-body connection, enables music educators to operate in complex educational situations in paediatric wards. It is concluded that bodily reflections may serve as key competencies beyond musical skills for the educator in navigating through emotional arousal, while supporting the well-being of children and their families in a tactful, sensitive manner.
Finnish Journal of Music Education 23(2), 8–29, 2019
Although equity and equality are the starting points for the Basic Education in the Arts (BEA), F... more Although equity and equality are the starting points for the Basic Education in the Arts (BEA), Finland’s publicly funded extracurricular arts education system, recent research addresses deficiencies and challenges in the accessibility of its services. For example, the studies show that opportunities for participation vary between regions, art forms, and institutions. Participation is also restricted due to regional, economic, physical, and social barriers. This article reports from an online survey that examined how the Basic Edu- cation in the Arts institutions have improved the accessibility of their services during the last five years (2013–2018). The survey was completed by the participating rectors in November 2018.
According to the survey, which 33 % (N = 129) of the institutions responded to, attitudes towards accessibility are positive, and accessibility has been improved in many ways in the institutions over recent years. Lack of financial resources is a major challenge to improving accessibility, not only in terms of the number of places available, but also in the provision of special needs education and teacher competence in this area. The institutions have fulfilled their responsibilities with regard to equity and equality plans well. The institutions have many partners (such as comprehensive schools), which increases the opportunities to bring arts education to where the potential participants are. In previous studies, this had been identified as an efficient way to support access to arts education, as well as other artistic activities.
The findings highlight the diversity of the BEA institutions. The needs, barriers, and challenges regarding accessibility vary widely, both across art forms and institutions as well as regionally and in terms of resources. In the future, as society becomes ever more diverse, there will be a growing need for resilience at the institutional level, which refers to the capacity for renewal, reorganization, and development. In the context of Basic Education in the Arts, it is vital to balance the relationship between maintaining and developing practices. Accessibility as a concept and practice offers one way forward to increase resilience and equity in a changing society.
The purpose of this study is to examine the applicability of an applied music notation system, Fi... more The purpose of this study is to examine the applicability of an applied music notation system, Figurenotes, by using the concept of educational method as theoretical lens. Figurenotes is examined through this lens at two levels: the micro level of music educational practice and the macro level of advancement of educational policies. The study is based on semi-structured interviews with experts in music education, special and general education, educational policy, music therapy, voluntary work, and music business as well as with students, clients, parents, and the developers of Figurenotes. The findings emphasise that the application of Figurenotes lowers the threshold for learning and teaching music, and is especially applicable in educational situations where the student’s cognitive load needs to be lessened. It is concluded that Figurenotes can be seen both as a pedagogical approach and as a method for advancing educational equity.
While the interest in understanding how music affects an individual’s development is growing, the... more While the interest in understanding how music affects an individual’s development is growing, the significance of music education for a more equal society has also been frequently discussed. In this study, we pay special attention to the potential for social capital that music learning, making, and experiencing offer. We report upon the reactions and feedback from the audience and performers in attendance at concerts organised by the Resonaari Centre for Music Education in 2012 and 2014. Our research is based on two online questionnaires and group discussions with the students, teachers, and audience members. The findings explicate the importance and benefits of music, music-making, and music education for student musicians with special educational needs and for their relatives, friends, and audience.
This ArtsEqual policy brief offers government bodies and local institutions responsible for the i... more This ArtsEqual policy brief offers government bodies and local institutions responsible for the implementation of Basic Education in the Arts insights from recent research to inform discussions on accessibility, as well as offer concrete suggestions on how accessibility can be realized in all fields of arts education.
In this essay, we elaborate on John Dewey’s pragmatist idea of aesthetic experience in the contex... more In this essay, we elaborate on John Dewey’s pragmatist idea of aesthetic experience in the context of early childhood music education; how people make meaning of the world through the body in a continuous interaction with their environment. In this analysis, we define early childhood music education as music education with children up to eight years old, and use Mark Johnson’s conceptualisation of embodiment as a theoretical lens to discuss points of connection or disruption with Dewey’s aesthetics. We argue that experiencing in early childhood is pre-conscious and non-symbolic (nonlinguistic), and that bodily experience is essential to the construction of meaning. Thus, our goal is to understand the layers of musical experience that do not necessitate symbolic thought or communication, but instead are a direct function of the person-environment interaction. In particular, we aim to answer the following question: What are the key characteristics of aesthetic experiencing in early childhood, and accordingly, in what ways can educators advance suitable pedagogical interaction?
Approaches: Music Therapy & Special Music Education, 2016
Students with Special Educational Needs (SEN) have difficulties in learning, perception and commu... more Students with Special Educational Needs (SEN) have difficulties in learning, perception and communication that often pose challenges for participation in traditionally organised music lessons with instruments. Embodied approaches to music education concentrate on utilising body movements to create and enhance learning. As embodied musical activities are drawn from the personal experiences of the students, it is possible to meet the diverse needs of learners efficiently. In this article, we provide introductory remarks on the conceptual content and sphere of embodiment in the context of special music education. We use Dalcroze Eurhythmics as an example, as it is deeply grounded in embodied music making and has a long history of being applied in this area. KEYWORDS embodiment, special music education, special educational needs, Dalcroze Eurhythmics Sanna Kivijärvi is a doctoral candidate at the Sibelius Academy, University of the Arts Helsinki (Finland). She has an interdisciplinary training background with an emphasis in special education, music education and sociology. Sanna is engaged in various international academic research projects that focus on music education with students who have special support needs. Her research interests focus on the ways in which music education can advance equity and social justice at all levels of society. Katja Sutela is a doctoral candidate and part-time university lecturer at the University of Oulu (Finland), teaching music and movement and special music education. She has taught music to children with SEN in a special school for ten years. Among her research interests are embodiment, special education, narrative inquiry and the relationship between music education methods and pedagogical thinking. Katja is currently undertaking a PhD regarding the development of agency in bodily musical interactions with children who have SEN.
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According to the survey, which 33 % (N = 129) of the institutions responded to, attitudes towards accessibility are positive, and accessibility has been improved in many ways in the institutions over recent years. Lack of financial resources is a major challenge to improving accessibility, not only in terms of the number of places available, but also in the provision of special needs education and teacher competence in this area. The institutions have fulfilled their responsibilities with regard to equity and equality plans well. The institutions have many partners (such as comprehensive schools), which increases the opportunities to bring arts education to where the potential participants are. In previous studies, this had been identified as an efficient way to support access to arts education, as well as other artistic activities.
The findings highlight the diversity of the BEA institutions. The needs, barriers, and challenges regarding accessibility vary widely, both across art forms and institutions as well as regionally and in terms of resources. In the future, as society becomes ever more diverse, there will be a growing need for resilience at the institutional level, which refers to the capacity for renewal, reorganization, and development. In the context of Basic Education in the Arts, it is vital to balance the relationship between maintaining and developing practices. Accessibility as a concept and practice offers one way forward to increase resilience and equity in a changing society.
According to the survey, which 33 % (N = 129) of the institutions responded to, attitudes towards accessibility are positive, and accessibility has been improved in many ways in the institutions over recent years. Lack of financial resources is a major challenge to improving accessibility, not only in terms of the number of places available, but also in the provision of special needs education and teacher competence in this area. The institutions have fulfilled their responsibilities with regard to equity and equality plans well. The institutions have many partners (such as comprehensive schools), which increases the opportunities to bring arts education to where the potential participants are. In previous studies, this had been identified as an efficient way to support access to arts education, as well as other artistic activities.
The findings highlight the diversity of the BEA institutions. The needs, barriers, and challenges regarding accessibility vary widely, both across art forms and institutions as well as regionally and in terms of resources. In the future, as society becomes ever more diverse, there will be a growing need for resilience at the institutional level, which refers to the capacity for renewal, reorganization, and development. In the context of Basic Education in the Arts, it is vital to balance the relationship between maintaining and developing practices. Accessibility as a concept and practice offers one way forward to increase resilience and equity in a changing society.